本研究旨在以活動理論為分析架構，探究家長參與研究者自編「家長手作方案」課程的過程中，學習社群的變化以及產生矛盾現象之原因，最後提供解決方式，做為日後親職教育課程之參考。
本研究以台灣北部某私立幼兒園四位家長為研究對象，採行動研究方法。歷經三個月共九次課程之實驗。根據活動理論中的七個組成要素，包含主體（subject）、目標（object）、社群（community）、工具（tools）、規則（rules）、分工（division of labor）以及結果展現（outcome），分析「幼兒親職教育方案」在活動系統中展現與實施之歷程，以及過程中所遇到之矛盾現象。
本研究資料蒐集透過課程觀察記錄、實際課程運作情況、LINE網路社群對話紀錄以及訪談資料，並採用MAXQDA軟體進行分析，透過持續進行資料與概念的比較，找出核心概念，最後總結出研究的結果。經過資料蒐集、分析與詮釋，研究發現如下:
一、「家長手作方案」活動系統各要素環環相扣、相互交織，能系統性解
決活動進行中的矛盾現象，讓課程得以順利進行、有效落實親職教
育。
二、「家長手作方案」對家長學習之影響，包含家長手作特性、親子互動
模式以及家長在學習過程中自我的轉變等變化，透過本方案有效改變
家長落實親職教育之態度。
三、親職教育的新角度-以學習社群介入親職教育，不僅增加成員間的凝
聚力與認同感，更有效提升成員的學習成效。
四、透過網路學習社群的輔助，與教學虛實合一，能促進家長的交流與課
外聯繫，提升家長的學習效能。
透過活動理論發現，以學習社群方式進行親職教育，有助於提升家長親職效能、情緒抒發與經驗分享；運用網路學習社群的輔助，建立成員間更深厚的凝聚力與認同感，彼此鼓勵與支持，在教育孩子路上攜手結伴同行。 / Using activity theory as a structure, the purpose of this study was to investigate the change and the reasons of conflicts occur during the parents engaged in the “hands-on project” curriculums developed by researcher. The solutions were provided as references for future parental education curriculum development.
Participants are four parents of a private kindergarten in northern Taiwan. This research is an action research. Within three months, there are total nine times of courses. According to activity theory, there are seven elements including subject, object, community, tools, rules, division of labor and outcome. Using these elements, this study analyze the presentation, process and problems showed during “early childhood parental education program”.
The data included observation of the classroom when the courses were given, the conversation record on an instant messenger called “Line”, and the record of interview. With MAXQDA as an analysis tool, the data were compared over and over until the main concepts were clear enough. The results showed that:
1.The elements in “early childhood parental education program” were linked with others so that it could solve the contradiction during the activities systematically.
2.The influences of “early childhood parental education program” included the change of parents’ handwork habits, the model parents interact with their child and the self-development during the learning process. Through this project, the attitudes of parents toward childhood parental education have been changed.
3.This new way –learning community in parental education— not only gains the members’ sense of identification to the group but helps them learn more efficiently.
4.With the web-based learning community after school can promote the interaction between parents, also facilitate the learning efficiency of parents.
Overall, through activity theory and using learning community in parental education could raise parents’ parental efficiency, release their emotion and share experiences with each other in the group. With web-based learning community can gather the group members and construct their sense of recognition to the group. Thus, the group members can help with each other and conquer difficulty in the process of education.
| Identifer | oai:union.ndltd.org:CHENGCHI/G1021570091 |
| Creators | 符少綺, Fu, Shao Chi |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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